Beyond the Blind Date

Abstract

Given the current climate of accountability, teachers must collaborate across disciplines to meet the diverse needs of students. Few, however, are prepared to collaborate in school settings upon completing teacher preparation programs. In this article, a participatory action research study undertaken by teacher educators who approached the lack of cross-disciplinary collaborations in two teacher preparation programs by developing and implementing a co-taught course on collaboration for general and special education teachers is presented. The described process was informed by interviews, observations, and analysis of course materials. Results contribute to the development of a framework for educator collaborations in higher education.